Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver LMFGG3002B, 'Assess glass and glazing requirements'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Assess glass and glazing requirements' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
1. Identify work requirement
1.1. Customer requirements and expectations regarding glass and glazing work or technical advice are identified and confirmed through a process of liaison and consultation
1.2. Workplace health and safety requirements for process for assessing glass and glazing requirements, including personal protection needs, scaffolding and lifting equipment, are observed throughout the work
1.3. Requirements are recorded and confirmed according to workplace requirements
1.4. The process for assessing glass and glazing requirements is identified
2. Prepare for work
2.1. Work sequence is planned in a logical order to suit the job
2.2. Tools, equipment and materials are selected and checked prior to use to ensure that they are appropriate for the work, serviceable and in a safe condition
2.3. Research materials are accessed and analysed for applicability
2.4. Site visit is conducted if possible to confirm requirements and to identify any restrictions or unforeseen hazards/considerations
2.5. Product sources are contacted to ascertain current state of art/developments if appropriate
3. Conduct assessment
3.1. Influencing factors are identified and their significance and impact on the end product determined
3.2. Specifications for the requirement are documented in accordance with workplace procedures
3.3. Products/types of glass are identified and their application determined
3.4. Technical or other professional advice is sought if applicable and available in accordance with workplace procedures
3.5. Possible solutions may be modelled or trialled in accordance with workplace procedures
3.6. Optimal solution is identified and specifications confirmed
4. Complete work
4.1. Solution is converted into work instructions/job orders in accordance with workplace procedures
4.2. Other documentation, including any advice/referral to customer, is completed in accordance with workplace practices
4.3. Work area is cleaned and rubbish disposed of as appropriate